DIRECTING AN APA-APPROVED SCHOOL-PSYCHOLOGY PROGRAM - REASONS, RESPONSIBILITIES, BENEFITS

Directors of American Psychological Association (APA)-approved school psychology programs were surveyed to determine what responsibilities a nd benefits attend their role as training director; they also were ask ed to identify what they liked about serving in the training director role. Of 42 possible respondents, 33 (79%) returned usable questionnai res. Several responsibilities that all or virtually all of the trainin g directors engaged in were identified (e.g., end-of-year APA report p reparation); many respondents (61%) received release time from a class , but otherwise any benefits they received were few; and several impor tant, motivating reasons (e.g., contributing to the future of school p sychology) for functioning as a training director were identified. The implications of these findings for school psychology programs are bri efly discussed.